Applied Social Sciences

  1. Read through your core modules to get an understanding of what your core modules are and the research methods you’ll be applying to your subject choices.
  2. Explore the subjects that you’d like to study as your pathway route. This will lead to your degree being awards as BA Applied Social Sciences with *name of subject*.  Your choices are:
    Criminology
    Education, Childhood and Culture
    Human Geography
    Journalism

    Politics
    Social Policy
    Sociology
    Urban Studies
  3. Explore the level 1 modules within your major route
  4. Research other subjects that may interest you, you can take up to 3 different pathway choices during your first year
  5. You will not be asked to chose your pathway until the end of your first year

Students will take 120 credits each academic year.

NB: Please note, when at University we will usually refer to year 1 as level 1.  

Top tip

If you’re unsure which pathway you’d like to follow at level 2, consider choosing equal numbers of credits for your choices. At level 2 you will then be able to swap your subject choices. Your degree title will reflect your choice of major subject at level 2.

Your Core Modules

These modules are compulsory and will give you an understanding of what you will learn and the research methods you’ll be applying to your subject choices.

Core Modules = 40 Credits

This module is designed to provide strong foundations in social science for students on the Applied Social Sciences programmes. The module will provide a common foundation of theoretical, empirical and methodological work in social science concepts and methods. Following a planned programme of lectures, seminars and group tutorials, it will offer professional and peer teaching and support to students. The module will also create a solid foundation for distinct community of learning that will help to sustain students throughout their degree programme at the University of Sheffield.

Core Modules = 40 Credits

This dynamic inquiry-based course will provide you with practical experience of conducting quantitative social research that has real-life application to the social world. Using the latest UK datasets provided by the Office for National Statistics, as well as data that you will collect on the ‘streets of Sheffield’, the module will develop your experience of the realities of planning and conducting quantitative research, and allow you to develop your ability to communicate your findings in appropriate formats.

Qualitative research remains a key method of data collection and analysis in the social sciences and the skills and techniques that researchers use to generate qualitative data have numerous other applications in the work-place and beyond. In this inquiry-based module you will continue to develop your ability to collect, analyse, and present qualitative data by working on problem-focused research project. Building on your experience of social research practice you will have developed at level one, by the end of this module, you will have completed a team-based qualitative project from beginning to end and used the data to produce an internet-ready ‘research newsletter’ ‘Google Site’. More importantly, you will also demonstrate the ability to critically reflect on the process of doing qualitative research.

SMI204 Placement (20 credits)

This unit involves students in undertaking a work placement with an employer. Support will be provided in selecting an appropriate placement, which can be completed any time between the start of the spring semester and the end of July. Students will undertake a placement of 60 hours duration and will be supported throughout by a tutor. Students will complete a learning journal, which will enable them to reflect critically on their experience.

Core Modules = 80 Credits

Research in the social sciences is increasingly using mixed methods to explore the social world. This module covers the principles and practices of conducting mixed methods research (MMR), through an enquiry-based learning approach. By designing and completing your own projects, you will learn how to apply mixed methods and appreciate the value of bringing together both qualitative and quantitative approaches in conducting research. You will develop their ability to collect, analyse, and present MMR data, alongside critically reflecting process of using MMR.

This module is focused on you preparing and presenting a body of work in various forms, and to various audiences. The aim of the unit is to develop your ability to disseminate the findings of their Year 3 dissertation/independent project to both specialist and non-specialist audiences, and in a variety of written and verbal forms. This will culminate in a conference towards the end of the year.

This module requires the student to prepare, organise, research and report a piece of original work on a social science topic. The student will decide on the topic and will either be expected to collect original material in order to investigate it, or to perform secondary analysis on information drawn from existing source (and in both cases using
quantitative methods to analyse the data). The finished product is presented in the style, and at the length, associated with academic journal articles.

Subject Choices

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

Academic Geography is a wide and vibrant field. Geographers contribute actively to new intellectual debates in the sciences, social sciences, and humanities, and their work addresses some of the most pressing issues facing the modern world, from climate change to food security, informing policy and practice. The module provides level 1 Geography students with a challenging but accessible insight into the cutting edge of contemporary geographical research and how it helps us understand our changing world. It therefore serves as bridge between the general introductory modules of the level 1 BA and BSc courses in Geography, and the more specialist modules taught at levels 2 and 3. Furthermore, it provides an opportunity to see the difference that a geographical perspective can make to our understanding of some of the largest challenges facing the world. Each year, a selection of topical issues in contemporary human and physical geography will be explored by academics actively engaged in cutting edge research on those subjects. The course will be taught via lectures and guided reading.

(credits: 20) (assessment: formal exam)

This module will introduce students to a wide range of critical environmental issues facing the world today from physical science and social science perspectives. Using a range of environmental problems evident in the Global North and Global South (such as climate change, habitat loss, water resources, land-use change, agriculture), the physical and social processes implicated will be examined. Drawing on a range of examples, students will critically explore the causes, consequences, management and solutions to environmental issues and learn how to question assumptions about environmental processes.

(credits: 20) (assessment: formal exam)

This course is intended to provide an introduction to the general principles of physical geography for students with diverse backgrounds. Part I will aim to give students an understanding of the origin and history of the Earth. It will include explanations of tectonic, igneous, sedimentary, and metamorphic activity, the history of crustal processes as well as reviewing the development over geological time of the evolution of the geosphere, atmosphere, hydrosphere and biosphere. Part II will use a systems-based approach to physical geography to examine several other key environmental systems, including the atmosphere, the hydrosphere, and the cryosphere. It will include explanation of key interactions between physical systems and discussion of the impacts and consequences of system perturbation, such as climate change, over time and space. Part III of the course will introduce concepts of geomorphology as a means to investigate the landforms of the earth; mountains, valleys, slopes, river beds and dunes. It will include explanation of fundamental principles of landscape and landform development considering issues such as temporal and spatial scale, equilibrium and interaction between different landscape processes and components

(credits: 20) (assessment: formal exam, group poster)

The module provides an introduction to human geography including key principles and processes in economic, social and cultural geography. It describes the main elements and issues involved in the global economic system including the process of uneven development and how local economic activities are moulded by global forces. It also provides an introduction to social and cultural geography focusing on a range of concepts, current debates and contemporary issues. Drawing examples from around the world and at a variety of geographical scales, the module highlights the value of a geographical perspective on current economic, social and cultural issues.

(credits: 20) (assessment: formal exam, course work)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

This module builds on the Level 1 module Introduction to Human Geography. It illustrates the diversity and vitality of contemporary social and cultural geography including some of the philosophical concepts and theoretical debates that have shaped the subject. As well as demonstrating the value of a geographical perspective on a range of social and cultural issues, the module will enhance the understanding, critical awareness and interdisciplinary capacities of students. The module aims to deepen and enrich the ways in which students are able to think about geographical issues, through a critical understanding of concepts and approaches that underpin the substance and methods of contemporary human geography. The module is delivered through lectures and engagement with a variety of media. It will be assessed via an essay and an unseen exam.

(credits: 20) (assessment: formal exam, course work )

Development in the Global South is a major issue of international concern in the 21st century. This module explores contemporary development issues and examines the contribution that geographers, and geographical thought, can make towards understanding inequality, poverty and socio-economic change. Definitions of ‘development’, ‘poverty’ and ‘the poor’ shift and change, and these terms are invested with political meaning which reflect specific geographies and ways of seeing the world. This module addresses diverse theories, paradigms and contemporary critiques of development, and explores some of the central issues affecting processes of development. Case examples are drawn from Latin America, Africa and South-East Asia.

(credits: 20) (assessment: formal exam, coursework)

The links between social conflict and cultural production in the history of modern cities have long fascinated scholars exploring the cultural history of the capitalist urban imagination. They have sought to understand the way artists, intellectuals, political activists, ordinary people and other thinkers sought to understand and explain the varied experiences of, and relationships between, sensory perceptions, aesthetic judgements and power relations in their own place and time. This module will draw from historical, cultural, social, and political geographies as well as other disciplines to engage with the shifting nature and spatiality of these relationships through case studies of selected cities, the particular changes in capitalist urban culture they occasioned, contemporary responses to those changes, and the theoretical debates they inspired. Key topics will include urban form and architecture, cultural difference and social inequality, representational practices and bodily experiences, and the overall consciousness of change in modern capitalist cities.

(credits: 20) (assessment: Formal Exam, Small-group project that visually communicates information/experience about a particular city and/or thematic aspect of urban life based on local field work)

The module introduces students to contemporary debates within political geography, addressing political processes at a variety of spatial scales, from international, national politics, local and community politics through to individual political behaviour. Questions of power, efficacy and conflict are examined at all these scales with particular emphasis on the spatial and place-specific aspects of politics in relation to issues including: geopolitics and international relations; the state and territoriality; the politics of nationalism and citizenship; civic activism; and individual political participation.

(credits: 20) (assessment: formal exam, coursework)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

The ways in which we buy and use stuff and services are inextricable from the shaping of both our everyday lives and of contemporary societies. From constructions of identity and models of human well-being to issues of social equality and environmental sustainability, debates around consumption illuminate critical perspectives on contemporary societies and cultures. This module explores key contemporary geographical perspectives on consumption, linking critical insights and theoretical perspectives to our own practices and experiences.

(credits: 20) (assessment: project work)

The aim of this module is to critically examine the development process within a global context, drawing on examples from developed and developing nations. Attention is given to the different ways in which we in the West understand ‘development’, and how we can reflect more critically on our position, and the power relations within this process. Drawing on debates within development geography, and other disciplines, the course is structured around three themes: the development industry, the poverty agenda and the local-global nexus. Topics covered may include: neoliberalism and state governance, humanitarian intervention, gender and empowerment, protests and social movements, corporate social responsibility, participation and empowerment, local forms of resistance, environmental action and change.

(credits: 20) (assessment: Formal exam, coursework )

From the industrial-era modern cities of the Global North such as Manchester and Chicago to the fragmented, sprawling mega-cities of the contemporary Global South such as Lagos and Delhi, urban theorists have sought to understand the interplay of power, everyday practice, and social, political, economic, and cultural processes that both transform and are transformed by urban space. Pulling together critical social science and humanities-informed perspectives, the module draws from interdisciplinary theory and research to engage with urban transformations in both the Global North and the Global South. Topics may include transformations in urban theory, urban uprisings, urban infrastructure, and the role of film and literature in documenting and anticipating urban change.

(credits: 20) (assessment: essay proposal formative, course work, group presentation)

This module explores the critical, contested and controversial debates about environmental and ecological issues. Using a range of examples of research undertaken by staff in the department from the Global North and Global South this module develops a critical geographical approach to understanding environmental controversies. Examples will be drawn from a range of issues including agriculture, water, energy, food, climate change and housing.

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

This module aims to introduce students to basic sociological concepts, such as ‘the sociological imagination’, ‘social interaction’, ‘social identity’, ‘deviance’ and ‘globalisation’ and illustrate how these can be applied to everyday life. Drawing on the work of key thinkers in sociology, a range of everyday life situations, such as mobile phone use, shopping and travel will be used as exemplary cases.

(credits: 10) (assessment: formal exam)

Drawing upon the lectures in the accompanying module (SCS1001), students will use the seminars to explore a range of everyday life situations – such as mobile phone use, shopping, and travel – from a sociological perspective. Emphasis will be placed on students reflexively exploring their own experience, on the one hand, and gathering exemplary material from print and digital media. Students will be required to do exercises on specific topics.

(credits: 10) (assessment: other)

SCS1001 and SCS1002 must be taken together.

The aim of this unit is to explore a key concern of sociology to explain how and why material and symbolic rewards are distributed unequally. It will consider the unequal distribution of wealth, privilege and power and, in doing so, will question common-sense understandings of various inequalities in society. It will focus on various social divisions including the `big three’ of social class, gender and race, as well as sexuality, age, religion and disability. Major themes will be explored with a predominantly British- and policy-related focus, although global divisions and inequalities will also be included for consideration.

(credits: 10) (assessment: formal exam)

SCS1003 and SCS1004 must be taken together.

The aim of this unit is to explore a key concern of sociology to explain how and why material and symbolic rewards are distributed unequally. The unit will focus on how social constraints and opportunities arise from social divisions and will explore how various social divisions interact to produce unequal outcomes. It will evaluate critically sociological research that provides evidence of structured inequality in society. A key aim of the unit is to provide students with a sociological framework to assess critically how social divisions operate in their own lives through the constraints and opportunities they encounter.

(credits: 10) (assessment: portfolio & essays)

SCS1003 and SCS1004 must be taken together.

Crime is a major social problem in virtually all societies. In this module, sociological understandings of crime are discussed, often with reference to their implications for policy. The module will introduce you to major research about crime in contemporary Britain and help you to understand the contribution of sociology to its analysis. This module will be of value to anyone thinking about a career in the criminal justice services, journalism, public service, the voluntary sector and anyone interested in understanding the significance of crime in contemporary British society.

(credits: 10)

This unit introduces students to some of the material and theoretical concerns of social policy by focusing on the politics of `welfare’. It is organised around unpacking common contemporary ‘welfare myths’ – e.g. ‘the benefit scrounger’, ‘welfare tourism’ and the need for austerity – by taking a long view of their articulation through history, exploring their ideological roots, examining policy responses and assessing the empirical evidence to support them. In doing so the unit also focuses on the policy making process, examining in particular issues of power in contemporary UK and the role of the media in perpetrating ‘welfare myths’.

(credits: 10) (assessment: formal exam)

This unit intends to address the following questions regarding gender and sexuality and their interaction with society: What do we mean by gender and sexuality? How do we do gender and sexuality? How do we see gender and sexuality? How do we control gender and sexuality?

(credits: 10) (assessment: course work)

SCS1011 and SCS1012 must be taken together.

The aim of this module is to introduce foundational theories in sociology. The lectures will describe the ideas of leading theorists Durkheim, Marx, and Weber with reference to the social context in which they lived and wrote. Lectures will analyze the primary texts of sociological thought with reference to the social contexts in which they emerged. This will include a look at the concerns of the first generation of sociological thinkers, their understanding of changes in European societies at the time, and the way in which their ideas inform an understanding of issues and problems in the contemporary world.

(credits: 10) (assessment: formal exam)

SCS1011 and SCS1012 must be taken together.

Please contact the department for more information.

SCS1011 and SCS1012 must be taken together.

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

This unit adopts a ‘sociological perspective on social policy’ to provide a macro perspective on contemporary social and economic transformations in the UK and globally, with a particular emphasis on the challenges posed for social policy theory and practice, as well as the potential to imagine alternative social policy scenarios. Issues considered include: globalisation, neoliberalism, falling fertility and ageing societies, precarious labour markets and migration and mobility. The unit adopts a comparative and international / global perspective, variously emphasising not only the perspectives of International Organisations, but also the challenges faced by other types of welfare regimes.

(credits: 20) (assessment: course work)

This unit critically explores the development of media studies. It incorporates classical (e.g. Adorno, Lazersfeld) and contemporary (e.g. Gauntlett, Terranova) theorists, grounding their analyses in a range of empirical areas of investigation (e.g. the music industry, media regulation). The development of key debates about media ownership, media effects and representation are used to demonstrate how the field has changed and what has remained intact over the course of its development.

(credits: 20) (assessment: formal exam, course work)

The aim of this module is to build on and develop students’ understanding of Sociological theory, beginning with an exploration of the work of modern social theorists such as Talcott Parsons and concluding with a focus on contemporary theorists such as Donna Haraway.

(credits: 20) (assessment: formal exam, course work)

Using a sociological and anthropological perspective this unit seeks to problematise the concept of `family’ as a natural and universal phenomenon, focusing in particular on the role of the state in constructing the family, and highlighting the impact these different constructions of family life have on particular individuals such as women, children and the elderly.

(credits: 20) (assessment: course work, project work)

This team taught unit adopts a `sociological approach to social policy’. Drawing on current examples and comparative references, it explores social and ideological constructions of social problems and the role of the state and other agencies in responses to them. It explores key concepts and themes in social policy and practice such as inequality, justice and fairness; individual versus collective responsibility; and welfare versus social control. It focuses on major contemporary issues, including welfare and work; housing and homelessness; and community participation. The unit aims to equip students with the necessary critical perspective and skills to understand and explore social problems.

(credits: 20) (assessment: course work)

By reviewing relevant perspectives on digital society and contemporary activism, the conceptual part of the module will introduce theories and debates used to look at the role of digital media (from email to social media) in protest and activism from the 1990s onwards. The practical part of the module will specifically focus on contemporary cases of protest and activism – e.g., #BlackLivesMatters or #MeToo – to guide students in planning and developing an empirical explorative analysis of the use and role of social media like Twitter and Facebook in campaigns aimed at social change.

(credits: 20) (assessment: course work)

The module explores the meaning of race in various social and political contexts. It examines how ideas about race help to shape and determine social and political relations and includes considering the part played by ideas about race in forming notions of self and other at the micro and macro levels. It also explores the role of race as a major source of social divisions and aims to show the significance of racism to the reproduction of structural inequalities. Themes explored include theories of racism, multiculturalism, Muslims, racialised identities, immigration, education and criminal justice.

(credits: 20) (assessment: Formal exam, coursework)

Using a sociological and anthropological perspective this unit seeks to problematise the concept of `family’ as a natural and universal phenomenon. Rather, it underscores the need to explore the notion of the family as a social and historical construction and will achieve that by examining the diversity of family life in countries around the world. While acknowledging the impact of social change on different family constructions, it will also seek to show how some family structures remain the same, creating a situation where one society can have multiple family structures. In particular, it will focus on the role of the state in constructing the family and highlight the impact these different constructions of family life (and the changes they have undergone) have on particular individuals such as women, children and the elderly.

(credits: 20) (assessment: Course work, Project work)

This team taught unit adopts a `sociological approach to social policy’. Drawing on current examples and comparative references, it explores social and ideological constructions of social problems and the role of the state and other agencies in responses to them. It explores key concepts and themes in social policy and practice such as inequality, justice and fairness; individual versus collective responsibility; and welfare versus social control. It focuses on major contemporary issues, including welfare and work; housing and homelessness; and community participation. The unit aims to equip students with the necessary critical perspective and skills to understand and explore social problems.

(credits: 20) (assessment: course work, project work)

By reviewing relevant perspectives on digital society and contemporary activism, the conceptual part of the module will introduce theories and debates used to look at the role of digital media (from email to social media) in protest and activism from the 1990s onwards. The practical part of the module will specifically focus on contemporary cases of protest and activism – e.g., #BlackLivesMatters or #MeToo – to guide students in planning and developing an empirical explorative analysis of the use and role of social media like Twitter and Facebook in campaigns aimed at social change.

(credits: 20) (assessment: course work)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

The course aims to introduce students to the emerging field of surveillance studies. By focusing on an exploration of the primary literature concerning recent development in surveillance theory students will be equipped to engage with sociological debates surrounding the spread of new surveillance technologies. In particular the course will explore how `surveillant solutions’ have become a dominant form of governance in the 21st century by focusing on case studies of surveillance in particular contexts such as policing and criminal justice, health and welfare, the work place, and consumer behaviour.

(credits: 20) (assessment: course work)

This unit explores the importance of studying whiteness in order to understand racism as a system of power relationships. It explains why the construction of whiteness has become a key focus in debates about race and ethnicity and examines critically some of the key themes to emerge in this field of study. This includes exploring the historical origins of `white studies’ and assessing representations of whiteness in literary and visual culture. It also includes exploring the racialised, classed and gendered boundaries of whiteness by examining, for example, the socially and politically constructed categories of `white trash’ and the `chav’.

(credits: 20) (assessment: course work)

The course will critically assess the uses of statistics and statistical indicators both in the media and sociological academic literature. This unit also expands the previous quantitative modules to include an introduction to multivariate statistics. This will incorporate Ordinary Least Squares regression and a brief overview of other regression techniques used in social sciences. Students will become familiar with the key role that secondary data analysis now plays in sociology and social policy. Students will work in groups and undertake a small secondary data analysis project of their own devising using Statistical Package for the Social Sciences (SPSS).

(credits: 20) (assessment: course work, group presentation)

This module explores how gender, age, race, class and other identities are being reimagined in what various commentators have called a `social media age’. It provides students with an understanding of social media platforms roles in peoples identity negotiations, examining users social media identities in different global contexts, and paying close attention to the intersections between different identities. It reviews debates about identity formations from the earliest digital media moments and considers contemporary concerns, such as: anonymity and agency; selfies and sexting; censorship, resistance and collective identities; social media fandoms; masculinity and gaming.

(credits: 20) (assessment: course work, project work)

The course aims to introduce students to the emerging field of surveillance studies. By focusing on an exploration of the primary literature concerning recent development in surveillance theory students will be equipped to engage with sociological debates surrounding the spread of new surveillance technologies. In particular the course will explore how `surveillant solutions’ have become a dominant form of governance in the 21st century by focusing on case studies of surveillance in particular contexts such as policing and criminal justice, health and welfare, the work place, and consumer behaviour.

(credits: 20) (assessment: course work)

New scientific knowledge in evolutionary biology, psychology and neuroscience is making powerful claims about ‘human nature’ that are reconstructing how we understand ourselves. At the same time, powerful new technologies have the potential to reshape our bodies and brains. This module aims to critically engage with these developments using concepts from a number of sociological traditions. Can biology tell us anything meaningful about social interaction? What is the nature of choice and agency? Is biology relevant to understanding racial and gender differences? Does our psychology have an evolutionary basis? How are the boundaries between humans and machines changing? Should we use new technologies to enhance ourselves? The module will address and seek to answer these and other important questions.

(credits: 20) (assessment: formal exam, coursework)

The module explores approaches to theorising and studying intimacy and personal relationships. Beginning with the Individualisation thesis and its critics, the module will go on to explore recent moves towards conceptualising personal relationships in terms of embeddedness, relationality, intimacy and linked lives. Students will also explore a range of substantive topics within the field including memory, genealogy, material culture and home, marriage and sexuality, responsibility and care, and friendship.

(credits: 20) (assessment: course work)

This module looks at the social implications of digital technologies in health, considering what these mean for our experiences of health and illness as patients and as citizens, for the work of health care professionals, and for the provision of health care. The module will consider a range of contemporary areas such as self-tracking and gamifying health, telemedicine and care at a distance, health information on the net, electronic patient records, illness death and dying on the web, and health activism and online patient groups. Drawing across these, the module will consider questions about changing representations and cultures of health and illness, whether we can all be medical experts now, who has responsibility for health, how we relate to health care professionals, the commodification of health data and the relative benefits for state and industry.

(credits: 20) (assessment: Coursework)

This module explores sociological aspects of health, illness and medicine. It will focus on issues of health inequality exploring the ways in which patterns of health and disease vary according to class, gender and race. It also provides a critical examination of biomedicine, highlighting the contemporary challenges faced by medicine as a profession. Furthermore, it will focus on new dynamic developments in science and medicine linking health with the Internet and exploring the rise of the new genetics. The aim of this course is to provide students with a critical understanding of the role of health, illness and medicine within contemporary society.

(credits: 20) (assessment: Formal exam, coursework)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

This module aims to introduce students to basic sociological concepts, such as ‘the sociological imagination’, ‘social interaction’, ‘social identity’, ‘deviance’ and ‘globalisation’ and illustrate how these can be applied to everyday life. Drawing on the work of key thinkers in sociology, a range of everyday life situations, such as mobile phone use, shopping and travel will be used as exemplary cases.

(credits: 10) (assessment: formal exam)

SCS1001 and SCS1002 must be taken together

Alongside module SCS1001, students will explore a range of everyday life situations from a sociological perspective, such as mobile phone use, shopping and travel, by reflexively exploring their own experience as well as gathering examples from print and digital media, and doing exercises on specific topics.

(credits: 10) (assessment: other, including portfolio)

SCS1001 and SCS1002 must be taken together

The aim of this unit is to explore a key concern of sociology to explain how and why material and symbolic rewards are distributed unequally. The unit will focus on how social constraints and opportunities arise from social divisions and will explore how various social divisions interact to produce unequal outcomes. It will evaluate critically sociological research that provides evidence of structured inequality in society. A key aim of the unit is to provide students with a sociological framework to assess critically how social divisions operate in their own lives through the constraints and opportunities they encounter.

(credits: 10) (assessment: other)

This module introduces foundational theories in sociology by describing the ideas of leading theorists Durkheim, Marx and Weber. Lectures will analyse the primary texts of sociological thoughts with reference to the social contexts in which they emerged, including the concerns of the first generation of sociological thinkers.

(credits: 10) (assessment: formal exam)

This seminar module provides a medium for students to discuss, evaluate, assess and engage foundational theories in sociology, relating major sociological theories to historical events. The discussions will also emphasise ideas and concepts in key sociological writings.

(credits: 10) (assessment: Coursework & portfolio)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

The aim of this module is to build on and develop students’ understanding of Sociological theory, beginning with an exploration of the work of modern social theorists such as Talcott Parsons and concluding with a focus on contemporary theorists such as Donna Haraway.

(credits: 20) (assessment: formal exam, course work)

This unit critically explores the development of media studies. It incorporates classical (e.g. Adorno, Lazersfeld) and contemporary (e.g. Gauntlett, Terranova) theorists, grounding their analyses in a range of empirical areas of investigation (e.g. the music industry, media regulation). The development of key debates about media ownership, media effects and representation are used to demonstrate how the field has changed and what has remained intact over the course of its development.

(credits: 20) (assessment: formal exam, course work)

This unit adopts a ‘sociological perspective on social policy’ to provide a macro perspective on contemporary social and economic transformations in the UK and globally, with a particular emphasis on the challenges posed for social policy theory and practice, as well as the potential to imagine alternative social policy scenarios. Issues considered include: globalisation, neoliberalism, falling fertility and ageing societies, precarious labour markets and migration and mobility. The unit adopts a comparative and international / global perspective, variously emphasising not only the perspectives of International Organisations, but also the challenges faced by other types of welfare regimes.

(credits: 20) (assessment: coursework)

The module explores the meaning of race in various social and political contexts. It examines how ideas about race help to shape and determine social and political relations and includes considering the part played by ideas about race in forming notions of self and other at the micro and macro levels. It also explores the role of race as a major source of social divisions and aims to show the significance of racism to the reproduction of structural inequalities. Themes explored include theories of racism, multiculturalism, Muslims, racialised identities, immigration, education and criminal justice.

(credits: 20) (assessment: formal exam, course work)

Using a sociological and anthropological perspective this unit seeks to problematise the concept of `family’ as a natural and universal phenomenon, focusing in particular on the role of the state in constructing the family, and highlighting the impact these different constructions of family life have on particular individuals such as women, children and the elderly.

(credits: 20) (assessment: Coursework, project work)

By reviewing relevant perspectives on digital society and contemporary activism, the conceptual part of the module will introduce theories and debates used to look at the role of digital media (from email to social media) in protest and activism from the 1990s onwards. The practical part of the module will specifically focus on contemporary cases of protest and activism – e.g., #BlackLivesMatters or #MeToo – to guide students in planning and developing an empirical explorative analysis of the use and role of social media like Twitter and Facebook in campaigns aimed at social change.

This team taught unit adopts a `sociological approach to social policy’. Drawing on current examples and comparative references, it explores social and ideological constructions of social problems and the role of the state and other agencies in responses to them. It explores key concepts and themes in social policy and practice such as inequality, justice and fairness; individual versus collective responsibility; and welfare versus social control. It focuses on major contemporary issues, including welfare and work; housing and homelessness; and community participation. The unit aims to equip students with the necessary critical perspective and skills to understand and explore social problems.

(credits: 20) (assessment: coursework)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

This module aims to provide students with an introduction to contemporary ageing. Opening lectures identify key critical gerontological themes underpinning the module including social construction, power, and diversity/difference. Population trends, historical perspectives, cultural norms, and current policy debates are also explored through sessions which cover the experience of ageing and old age, developments in theory, intergenerational and family relations, perspectives on gender, ethnicity and sexuality in later life, and ageism. The second part of the module will explore the relationship between theorisation of and provision for later life through group presentations on key areas of welfare. The module will offer multi-disciplinary perspectives as well as comparative references, particularly to EC societies.

(credits: 20) (assessment: course work, group presentation)

This module explores how gender, age, race, class and other identities are being reimagined in what various commentators have called a `social media age. It provides students with an understanding of social media platforms roles in peoples identity negotiations, examining users social media identities in different global contexts, and paying close attention to the intersections between different identities. It reviews debates about identity formations from the earliest digital media moments and considers contemporary concerns, such as: anonymity and agency; selfies and sexting; censorship, resistance and collective identities; social media fandoms; masculinity and gaming.

(credits: 20) (assessment: course work, project work)

This unit explores the importance of studying whiteness in order to understand racism as a system of power relationships. It explains why the construction of whiteness has become a key focus in debates about race and ethnicity and examines critically some of the key themes to emerge in this field of study. This includes exploring the historical origins of `white studies’ and assessing representations of whiteness in literary and visual culture. It also includes exploring the racialised, classed and gendered boundaries of whiteness by examining, for example, the socially and politically constructed categories of `white trash’ and the `chav’.

(credits: 20) (assessment: course work)

Despite the increasing secularisation and rationalisation of society, evil is still an all too familiar term. For some it invokes images of devils, demons and witches, for others criminals, terrorists and murderers, whilst debates on the `social evils’ of poverty, prostitution and alcohol are continually recycled for each generation. This module aims to introduce students to a sociological approach to evil by asking them to develop their own innovative case-studies of evil in combination with published research. They will be asked to: explore the ontology of evil; examine how evil is explained and accounted for; investigate the consequences of evil; develop an understanding concerning the representation of evil and assess the aetiological precedents for that representation; and, ultimately, critically determine the role evil has within society.

(credits: 20) (assessment: course work)

This module explores sociological aspects of health, illness and medicine. It will focus on issues of health inequality exploring the ways in which patterns of health and disease vary according to class, gender and race. It also provides a critical examination of biomedicine, highlighting the contemporary challenges faced by medicine as a profession. Furthermore, it will focus on new dynamic developments in science and medicine linking health with the Internet and exploring the rise of the new genetics. The aim of this course is to provide students with a critical understanding of the role of health, illness and medicine within contemporary society.

(credits: 20) (assessment: formal exam, course work)

The course will critically assess the uses of statistics and statistical indicators both in the media and sociological academic literature. This unit also expands the previous quantitative modules to include an introduction to multivariate statistics. This will incorporate Ordinary Least Squares regression and a brief overview of other regression techniques used in social sciences. Students will become familiar with the key role that secondary data analysis now plays in sociology and social policy. Students will work in groups and undertake a small secondary data analysis project of their own devising using Statistical Package for the Social Sciences (SPSS).

(credits: 20) (assessment: Coursework, group presentation)

This unit explores intersections between migration and families in theory, policy and practice, in UK and internationally. It critically examines dominant theories around migration and `the family’ in the context of contemporary migration patterns and evidence of how migrants `do’ family. It explores how migration policies, in interaction with labour market and welfare policies, stratify migrants’ opportunities for family-life. Particular attention is paid to examining the transformative potential of migration for family practices (e.g. care-giving) and relations (e.g. gender and parental). Adopting a transnational lens, the role of migration in contributing to the configuration of non-migrants’ family-life is also examined.

(credits: 20) (assessment: course work)

New scientific knowledge in evolutionary biology, psychology and neuroscience is making powerful claims about ‘human nature’ that are reconstructing how we understand ourselves. At the same time, powerful new technologies have the potential to reshape our bodies and brains. This module aims to critically engage with these developments using concepts from a number of sociological traditions. Can biology tell us anything meaningful about social interaction? What is the nature of choice and agency? Is biology relevant to understanding racial and gender differences? Does our psychology have an evolutionary basis? How are the boundaries between humans and machines changing? Should we use new technologies to enhance ourselves? The module will address and seek to answer these and other important questions.

(credits: 20) (assessment: Formal Exam, Course work)

This module looks at the social implications of digital technologies in health, considering what these mean for our experiences of health and illness as patients and as citizens, for the work of health care professionals, and for the provision of health care. The module will consider a range of contemporary areas such as self-tracking and gamifying health, telemedicine and care at a distance, health information on the net, electronic patient records, illness death and dying on the web, and health activism and online patient groups. Drawing across these, the module will consider questions about changing representations and cultures of health and illness, whether we can all be medical experts now, who has responsibility for health, how we relate to health care professionals, the commodification of health data and the relative benefits for state and industry.

(credits: 20) (assessment: course work)

The module explores approaches to theorising and studying intimacy and personal relationships. Beginning with the Individualisation thesis and its critics, the module will go on to explore recent moves towards conceptualising personal relationships in terms of embeddedness, relationality, intimacy and linked lives. Students will also explore a range of substantive topics within the field including memory, genealogy, material culture and home, marriage and sexuality, responsibility and care, and friendship.

(credits: 20) (assessment: Coursework)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

This module provides an introduction to key themes and thinkers in Western political thought. It explores the different meanings of the nature of politics and the political in this tradition. One key theme will be the relation between human nature and politics. This will be explored through a series of deep conflicts between reason and desire, the state and individual, and the public and private. These conflicts are examined through the different visions of politics of a selection of ancient and early modern thinkers. The module will also engage with critiques of the canon of Western political thought itself, in particular from a postcolonial perspective.

(credits: 20) (assessment: Course work)

This module provides an introduction to global political economy (GPE). It covers key mainstream and critical theories and considers critically what GPE is. Following this, the main focus will be on sketching the outlines of the global economy (past and present) by considering particular commodities. This provides a novel way to introducing the student to the major processes of global trade, finance and production. It also considers the political economy of race, class and gender as core theoretical themes that interweave the empirical examination of the global political economy, from roughly 1500 through to the 21st century.

(credits: 20) (assessment: formal exam, course work)

This module is about (1) politics, and (2) how to analyse it. More specifically, it involves (1) understanding how power and truth operate in the contemporary world; and (2) discovering different ways to research these dynamics so to build compelling and rigorous accounts of the political worlds that we find ourselves a part. Students will learn through a combination of lectures, seminars, and independent study; and will be assessed on the basis of an essay, a portfolio relating to seminar preparation, and an online multiple-choice test.

(credits: 20) (assessment: course work, other)

This module examines the utility of the comparative approach to politics with a particular focus on democracies, dictatorships, and semi-democratic regimes. The key features of each regime type are considered and these are used to explain the nature of the comparative method, its strengths and weaknesses. This course also applies a comparative lens to processes such as democratisation, modernisation, and mobilisation. This course will draw on a wide range of examples from democratic, authoritarian, and semi-democratic countries.

(credits: 20) (assessment: formal exam, course work)

This module will introduce students to the discipline of International Relations (IR) and therefore the study of global politics. IR is a complex, multi-level and multi-actor field whose terrain spans global to individual issues. To provide a comprehensive introduction to IR, the module will focus on two questions: 1) What is the subject matter of IR? And 2) What is the unit of analysis? Structuring the module as such will introduce students to key debates in IR and provide a broad overview of the subject matter (from global governance to individual activism) and different actors (from the UN to terrorists).

(credits: 20) (assessment: course work)

This module will introduce students to key concepts and debates in British politics through an examination of post-1976 British political history. Each lecture will take as its starting-point one day in recent British history and will describe what happened on that day and what happened as a result of that day. Each of the seminars will then follow that discussion: paying particular attention to concepts and ideas within the study of politics which can help us make sense of those events.

(credits: 20) (assessment: formal exam, Course work)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

This module provides an introduction to international relations theory. The module examines the beginnings of the Discipline and demonstrates how these origines have continued to shape contemporary international relations theory. The module then outlines hte key areas of theoretical debate, including Realism, Liberalism, Marxism, Postmodernism, Constructivism, Neorealism, Feminism and Critical Theory.

(credits: 20) (assessment: formal exam, coursework)

This module explores key debates in political theory, and the implications of those debates for current political practice. It first examines debates surrounding justice, and what these mean for welfare and taxation policies. It then analyses disputes over the meaning of well-being, and their implications for policies surrounding disability and health. It introduces students to different ideas of toleration, and how these influence laws on free speech. It also explores controversies over multiculturalism, and in particular its impact upon women. Finally, it examines care ethics and its implications for how we value the environment.

(credits: 20) (assessment: formal exam, course work)

This module will provide students with a working knowledge of European integration, and of the main institutions of the European Union, including the Council of Ministers, the Commission and the Parliament. The module consists of a series of lectures on the history and institutions of the European Union, and seminars to discuss issues raised in the lectures.

(credits: 20) (assessment: formal exam, coursework)

This module examines a series of key contemporary challenges to international security. It addresses debates about the changing nature of security, analyses some of the causes of conflict and the development of new security threats, and assesses some of the ways in which states seek to manage these threats. A range of approaches are examined in order to provide students with a theoretically-informed but policy-relevant understanding of security-related issues in the twenty-first century.

(credits: 20) (assessment: course work)

This module explores development, through a focus on the key debates about, approaches to, and strategies for engendering it that have prevailed in different parts of the world at different points in history. It emphasises how development is not just about what happens in poor countries: it has always been historically, ideologically and spatially rooted. It moves forward chronologically and geographically, starting with classical debates about British industrialisation, before examining contending visions of development in the post-war era; the diverse experiences of Asia, Latin America, Africa and the Caribbean; and the contemporary rise of China. It ends by returning to Britain and its growth crisis; itself a manifestation of a peculiar development problem.

(credits: 20) (assessment: course work)

Semester 1

With American power seemingly all powerful today, this unit provides a rethink of the origins of great power politics/economics. Mainstream Eurocentric theories in International Relations view great power politics/economics as having universal materialist properties. And they view America and Britain as hegemons that provide global public goods for the benefit of all. This module problematises this view by revealing the differing moral foundations and ‘standards of civilisation’ that inform the various directions that great power can take. It examines Britain and China in the pre-1900 era, contemporary America, Japan, and the potential role of China in the coming decades.

(credits: 20) (assessment: formal exam, coursework)

POL3005 is a pre-requisite for POL3006

This module will familiarise students with Marx’s corpus and enable them to evaluate key historical processes-such as the development of capitalism and modernity, the birth of the nation-state and the international system-through a Marxist lens. The first part of the module surveys the development of Marx’s thought against the background of the socio-economic and political transformations of the nineteenth century. The second part focuses on thematic issues, reviewing how Marx engaged with the questions of strategy, mobilisation, gender, culture, imperialism, and colonialism. This puts Marx and Marxism into dialogue with other critical approaches, including feminism, postcolonialism, and poststructuralism.

(credits: 20) (assessment: course work)

Across the world, politicians face growing challenges to their authority. The public distrust them more than ever. Insurgent populist parties challenge traditional politics. Private security firms deliver public services. The public, especially young people, experience politics in very different ways (e.g. through social media). This module interrogates these issues through the idea of anti-politics. Built through an innovative course design to mirror the progression of a research project, students will debate theories suggesting liberal democracies are in `crisis’, select methodological frameworks, and use them to explain case studies of anti-politics in diverse cases, from to the state to the supermarket.

(credits: 20) (assessment: course work)

This module examines under what circumstances political violence is deemed legitimate or illegitimate. We will not treat this as a question to be answered by normative political theory, but rather as an empirical question of power and politics. The key organizing questions for the module will thus be: when is violence treated as legitimate in the world? who gets to determine this? and how and when do the boundaries between legitimate and illegitimate violence change? Specific cases may include the distinction between civilians and combatants, the use of violence in war vs. peace-time, terrorism, torture, domestic/family violence, and police brutality.

(credits: 20) (assessment: course work)

Drugs are big business and politically salient, yet their production, trade, distribution and regulation are understudied in politics. Narcotics are rooted in complex webs of public, private and criminal power, with diverse consequences for growth, development, security and health. This module explores this evolving panorama: it traces the political evolution of therapeutic/psychotropic substances from the opium wars to prohibition, before analysing the `War on Drugs’, the attendant creation of mafia violence, and the emergence of `narco-states’. Later classes address contemporary experiments in legalisation and decriminalisation, the development of licit recreational narcotics industries, and the implications for the global prohibitionist architecture.

(credits: 20) (assessment: course work)

This module studies war, peace and justice. It examines the causes, manifestations and changing nature of war, looking at ethnic conflict, the war on terror and the wars in Iraq and Afghanistan. It examines peace, in particular focusing on peacebuilding in post-conflict situations and dealing with the psychological wounds caused by war. The third component examines the meaning of justice after conflict, at the ways at which justice is arrived at (for example though the prosecution of war criminals), and at whether justice is necessary for peace.

(credits: 20) (assessment: Coursework)

This module provides an in-depth analysis of party politics. It offers a detailed exposition of the multiple issues related with parties, looking at the interactions both within and outside parties. The module covers key aspects of party politics such as the different types of parties, their organization, party membership, types of party systems, political competition and issue positioning, campaign strategies, formation of new parties, the effects of cleavages, coalition formation, party financing and the number of parties.

(credits: 20) (assessment: Coursework)

POL3119 is a pre-requisite for: POL3120

This module focuses on how parliaments and legislatures operate and is founded on the basis of theoretically-informed but policy-relevant teaching. It therefore attempts to provide students with a sense of why cultures, traditions and informal relationships matter as much (if not more) than formal procedures. Although the House of Commons and the House of Lords provide the main institutional focus for this module students will be encouraged to adopt a comparative approach whenever possible and to situate their analysis within an appreciation of the changing role of parliament within evolving frameworks of multi-level governance.

(credits: 20) (assessment: formal exam, coursework)

POL3129 is a pre-requisite for: POL3130 (when the module is running)

This module looks at the way international intervention has changed in recent years. It draws on a number of different areas – humanitarian intervention, peacekeeping, development and state-building. It draws these areas together by exploring what they have in common and how there has been a shift in the way that international intervention deals with these issues. In particular, the international community has moved from direct involvement towards a form of governance that operates from a distance by encouraging local ownership, capacity building and resilience.

(credits: 20)

(assessment: formal exam, coursework)

In today’s globalized world, infectious diseases and other health issues have increasingly come to be seen as security threats – a shift that has challenged traditional notions of what ‘Security Studies’ is all about. This module seeks to provide an understanding of the contemporary politics of health and security, identifying the health issues which have been seen as security threats and the major policy responses to them. The module locates health and disease within the key approaches to Security Studies (including state-centric and human security approaches), and requires students to critically engage with the politics and ethics of securitizing health.

(credits: 20) (assessment: coursework)

This module investigates the ethics of political leadership via an engagement with the western tradition of political thought and contemporary analytical political theory. Its overall objective is to enable students to analyse and evaluate normative arguments on the significance and function of political leaders in contemporary politics. The module examines competing theories of leadership in their historical and intellectual contexts and a number of issues of contemporary ethical significance, including the problem of ‘dirty hands’, the nature of political integrity, and the ethics of political compromise. The approach is theoretical and philosophical and examples of political leaders will be used to highlight strengths and weaknesses of competing theories of leadership, and to emphasise their ideological assumptions and implications.

(credits: 20) (assessment: coursework)

This unit explores the debates surrounding what we owe to animals politically. It introduces students to the main debates in animal ethics, and asks how they affect our political practices, norms, institutions and policies. Particular attention is focused on the tensions between animal welfare and other political values and goods, with students exploring such controversial policy debates as animal experimentation, animal agriculture, conservation and the use of animals for entertainment. The overall aim of the unit is to investigate the implications of taking animals seriously for current political practice.

(credits: 20) (assessment: formal exam, course work)

This module presents an overview of the major figures and themes in twentieth century continental political theory, ranging temporally from Max Weber to Jacques Derrida. In reflecting on the dynamics of modernity and rationalization, contemporary European political thought responds to the atrocities of Europe’s age of total war. Much of this work is an attempt to come to grips with reason and unreason in the capitalist, industrialized, mass democracies of Europe in light of the legacies of two world wars and the rise of totalitarianism. Key themes include: the legacy of the Enlightenment, the role of technology in modern life, the bureaucratization of politics, the possibility of human freedom, collective memory and forgiveness and the role of philosophy in the aftermath of mass genocide. We will approach this material both historically and hermeutically in order to assess the strengths and weaknesses of these responses to these problems.

(credits: 20) (assessment: course work)

This module will introduce students to political ecology. As a specific critical approach, political ecology puts unequal power relations at the centre of environmental problems and interventions. This module will give students a comprehensive understanding of political ecology – its origins, character, theoretical foundations and analytical traditions. It will apply political ecology to specific environmental issues including climate change, carbon offsetting, environmental conflict and security, forest conservation, environment and state-making, and neoliberal environmentalism. The module aims to equip students with the critical tools for analysing and evaluating the complex interaction of ideological, economic, political and ecological factors shaping environmental change.

(credits: 20) (assessment: course work)

This module aims to provide students with an understanding of the nature and legitimacy of forms of protest against the modern state. In particular the module focuses on issues of contemporary terrorism. However, in order to understand the nature and motivations of terrorism it is necessary to understand the nature of the modern state and other, non-violent forms of protest such as civil disobedience

(credits: 20) (assessment: course work)

This module allows students to research and explore in-depth a topic studied on a semester one module. Students will meet with their supervisor individually and in group sessions, undertake research and be assessed on the basis of a 5,000 word project.

(credits: 20) (assessment: course work)

Students must have completed the accompanying linked taught module (POL3005, POL3027, POL3030, POL3034, POL3035, POL3107, POL3109, POL3129, POL3133, POL3137, POL3139, POL3149, POL3151, POL3161)

The aim of this module us to assess the state of contemporary liberal politics and political theory, and to address the question of whether liberalism is in retreat in the West. The course will provide students with an in-depth examination of key themes within liberal political theory (e.g. distributive justice, freedom, multiculturalism, neutrality, public reason) as a way of exposing them to the numerous variations within the liberal tradition. It will also examine and assess critics of liberalism (e.g. communitarian, republican, realist) as well as discuss several of the key contemporary challenges to liberal politics (e.g. the rise of populism, post-truth politics, identity politics, post-humanism, nationalism).

(credits: 20)

(assessment: course work)

This unit produces a critical take on war, violence, race and security from feminist perspectives. Particular attention is focused on feminist theories that foreground the interconnectedness or intersectionality of different power relations, including postcolonial, transnational and queer approaches. How are different forms and sites of violence connected? How do technologies of gender, sex and race shape understandings of certain forms of political violence as lawful, legitimate and necessary? What are the gendered legacies of (ongoing) histories of colonialism and imperialism? What are the (feminist) ethics of researching and possibly reproducing violence and suffering? Among the themes we will explore are the erotics of conquest and slavery; military masculinities; sexual violence in conflict; private military and security companies; torture and surveillance; women as agents of violence; Orientalism and the War on Terror; human rights and international law; imperial feminisms and just war theory; occupation and resistance.

(credits: 20)

(assessment: Course work)

This unit explores the politics of Germany, Europe’s leading state and the world’s third largest exporting nation. It encompasses history, domestic politics, policy-making, political economy and foreign policy. The module introduces students to the way Germany’s tumultuous history has impacted on politics today. It explores the character of contemporary party politics before turning to how they play out in relation to the policy process and Germany’s distinctive political economy. Finally, Germany’s international role is explored; is reunified Germany Europe’s new hegemon? The aim is to give a comprehensive understanding of contemporary German politics and policy.

(credits: 20)

(assessment: course work)

This module offers an interdisciplinary examination of the socio-economic and political dynamics of the modern Middle East by exploring the region’s major historical developments from a non-Eurocentric perspective, and investigating how the region has been represented and analysed in the social sciences. Students will have the opportunity to reassess the imperial and colonial legacies by retracing the trajectories of state formation and economic development in the past two centuries. The overall aim is to equip students with the knowledge and skills to `de-exceptionalise’ the Middle East and enable them to study it as any other region in the international system.

(credits: 20)

(assessment: Course work)

LAW110 Comprehending Criminology (credits: 20) – Semester 1

This module introduces students to key areas of criminological definitions, empirical study, theory and the development of criminal justice systems. The module looks at case studies of crime and deviance from contemporary life to help students understand how some of the history and theory of criminology can be brought to bear on social and legal issues. Topics may feature, for example, youth crime, spouse murder, football hooliganism and credit card crime but also other areas if and when interesting cases arise.

(credits: 20) (assessment: formal exam, course work)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

The module looks at key topics in relation to responses to crime and victimisation. It explores policing and prosecution, public responses, crime prevention, restorative justice and victim support. To what extent are policing and public priorities for policing aligned? How does the public view the role of the authorities? How can we support victims? Are there alternative responses to crime instead of prosecution and sentencing? What are we doing to prevent crime? Do certain types of crime require particular responses? A goal of the module will be to emphasize the interrelatedness of these topics and present them as integrated problems.

(credits: 20) (assessment: formal exam, course work)

This module is concerned with the sentencing and punishment of offenders. It considers, in historical context: the philosophical underpinnings of punishment; sentencing policy and practice; and the forms that punishment takes (including custodial and non-custodial options). It also considers what we know about public attitudes toward punishment. A key issue addressed by this module is the rapid growth of the prison population since the mid-1990s: how can we explain this state of affairs, and can/should this trend be reversed?

(credits: 20) (assessment: formal exam)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

The module aims to familiarise students with various criminal justice models and the nature of English criminal processes. Students will study the structure and functions of key institutions, and the role of various actors within the system. This may include modelling of the criminal justice system; values and the criminal justice system; police powers (eg, stop and search, detention); suspect rights; prosecution and pre-trial decisions; bail custody decisions; criminal legal aid; mode of trial; magistrates’ court personnel and proceedings; judges and jury trial; ‘system errors’ and the machinery for correcting them.

(credits: 20) (assessment: formal exam)

Attempts to rehabilitate offenders have a long history and have taken a variety of forms. This module considers the legitimacy and effectiveness of approaches toward offenders which come under the umbrella of `rehabilitation¿. The module focuses in particular on contemporary rehabilitative approaches used in prisons and in the context of community penalties, including the current popularity of cognitive-behavioural treatment programmes. It also examines in detail the relevance and effectiveness of rehabilitation in respect of specific groups of offenders, such as those who commit sexual offences and drug misusing offenders.

(credits: 20) (assessment: Formal exam, coursework)

This module examines youth crime and `antisocial behaviour, as well as formal responses to young people who offend. During the first half of the module, contemporary and historical views of youth crime are critically examined, attending particularly to class, ethnicity and gender, and to the historical construction of youth as problematic. The second half of the module focuses on youth justice, including the role of the police, the courts, Youth Offending Teams, custodial institutions and other bodies in regulating unruly youth and preventing and responding to youth crime.

(credits: 20) (assessment: formal exam, course work)

Pre-requisites: LAW110 LAW382

This module examines the experiences and treatment of men and women as victims and criminals. It examines whether and how offending patterns vary according to gender and explores connections between gender, offending and victimisation. The module also explores the treatment of and experiences of men and women within the criminal justice system. It argues that in order best to understand crime and criminal justice, criminologists must understand both as gendered.

(credits: 20) (assessment: formal exam, course work)

The module looks at key topics in relation to responses to crime and victimisation. It explores policing and prosecution, public responses, crime prevention, restorative justice and victim support. To what extent are policing and public priorities for policing aligned? How does the public view the role of the authorities? How can we support victims? Are there alternative responses to crime instead of prosecution and sentencing? What are we doing to prevent crime? Do certain types of crime require particular responses? A goal of the module will be to emphasize the interrelatedness of these topics and present them as integrated problems.

(credits: 20) (assessment: formal exam, course work)

Cannot take with LAW3033 Responding to Crime or LAW3021 Police and Policing.

This module will explore various aspects associated with sexual offending and sex offenders by engaging with key academic literature and policy documents. The module encourages students to review and reflect on the representations of sexual offending and sex offenders across a variety of media formats, to examine current sexual offences legislations in England and Wales and responses to the ‘sex offender problem’. The module will also critique the supervision and management efforts implemented specifically for sex offenders in England and Wales as well as in other jurisdictions.

(credits: 20) (assessment: course work, presentation)

This module aims to develop a multidisciplinary understanding of drugs, crime and control by engaging with the key academic and policy literature. Students will explore a wide range of drug-related issues and debates, critically analyse the laws, policies and institutions of drug control, and situate them within the wider social context. The topics covered will include: the social construction of the `drug problem’; drugs and crime; historical and contemporary perspectives on drug policy; drugs policing from the global to the local; tackling drugs through criminal justice interventions; drug control across the world; and the legalisation debate and alternatives to criminalisation.

(credits: 20) (assessment: formal exam, course work)

This module explores policing on a macro-level, taking into account developments on a national and global scale. The topics covered will include: conceptualizing the police and policing; key features of policing, such as police powers, discretion, police culture and accountability; models of policing; the history of policing in the UK and elsewhere; the policing of multi-ethnic communities (who can also be thought of as ‘global citizens’); the role of the police in policing, in the light of the growing involvement of non-warranted civilians and others in policing activities; policing in other countries, including post-colonial countries; and policing in a transnational context; policing in global, late modern societies. The module will be partly empirical, but it will also be grounded in theories about the use of power; for example, it will be situated within theories about governance and social control, whilst also exploring whether and from where the police derive legitimacy in exerting power/authority over citizens.

(credits: 20) (assessment: formal exam)

This module will examine various aspects of prisons and imprisonment. Part one will look at the theoretical dimensions of the prison, including the philosophies of punishment, as well as continuities and changes in the history of imprisonment. In part two, the focus will be on prisoners’ varied experiences of incarceration. Topics to be covered will include prisoner subcultures, political imprisonment, and the architecture of incarceration. The third part of the module will examine penal politics and political discourse, and the impact of the representation of the prison in popular culture. The module will conclude with an examination of penal abolitionism.

(credits: 20)

(assessment: Formal exam, coursework, seminar presentations)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

This module will introduce you to cities and urbanisation, from the very first settlements to contemporary metropolises, using examples from across the world. The module focuses on thinking about the role of cities within societies and civilisations throughout history. We will look at how various forces shape cities, the outcomes of urbanisation for cities and their populations and how urban governments and planners have sought to respond to the challenges of urbanisation. We will explore influential ideas which have changed our thinking about cities and examine some of the major global challenges facing cities today.

(credits: 20) (assessment: formal exam)

The module provides an introduction to state intervention into land and property development and to current planning law and practice. Having considered land-use patterns within an unrestrained market economy, the first part of the module covers the development of state machinery in the nineteenth century and the current structure of national, regional and local government. The central part of the module introduces the British planning system as an administrative tool and the final third of the module explores its application to matters of current concern including the accommodation of new house-building at the sub-regional scale, and urban conservation.

(credits: 20) (assessment: course work)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

The aims of the module are to provide students with a broad introduction to the basic concepts of GIS and how they can be used for the spatial analysis of a wide range of data for planning purposes. The assessments will (a) test students’ individual understanding of key concepts and their ability to think about the potentials and limitations of using spatial analysis to solve planning related problems; and (b) assess students’ skills in the practical application of GIS and spatial analysis to a contemporary planning-related problem.

(credits: 20) (assessment: course work)

STUDENTS SHOULD BE COMPUTER LITERATE AND UNDERSTAND BASIC SPREADSHEET, MATHEMATICAL AND STATISTICAL CONCEPTS. LEVEL 1 CORE MODULES ON `INFORMATION & COMMUNICATION SKILLS’ AND `QUANTITATIVE METHODS’ SHOULD PROVIDE STUDENTS WITH THESE PREREQUISITE SKILLS.

The module explores the relationship between the activities of profit-seeking business, the use and development of land and the planning activity. It provides an elementary introduction to the economics of land and property development and explores how these pressures interact with lifestyle choices to shape the use of land and property and the implication for public planning. The first part provides a brief introduction to measuring the performance of businesses and investments. The remainder of the module looks at the use of land and property for housing, retail, leisure, employment and transport uses in ‘urban’ contexts

(credits: 20) (assessment: course work)

This module explores the relationship between the activities of profit-seeking business, the use and development of land and the planning activity, providing an elementary introduction to the economics of land and property development, and exploring how these pressures interact with lifestyle choices to shape the use of land and property and the implication for public planning.

(credits: 20) (assessment: course work)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

The aims of this Chartered Institute of Housing (CIH) accredited module are to build on substantive knowledge, theory and skills about housing. Emphasis is placed on policy, practice, strategy analysis and understanding the links between housing, planning, social policies and outcomes at national, regional and local levels. The module further aims to: increase understanding of contemporary issues and debates in housing and housing policy and strategies; understand the causes and manifestations of problems, dilemmas and conflicts in housing systems and policy processes; and to develop abilities to synthesise and apply knowledge by understanding and critically assessing potential policy approaches to addressing housing problems.

(credits: 20) (assessment: course work)

This unit provides an overview of principal elements of contemporary environmental and nature conservation policy, and institutional frameworks for their delivery. Following an elaboration of key concepts of environmental sustainability and environmental integration, it addresses key issues in policy development and implementation, focusing on the contested and complex nature of the policy environment, and the role of the public and specific interests. The aim is to develop a critical understanding of the opportunities to integrate environmental and nature conservation concerns into policy making. Substantive content includes international and European conventions, policies and instruments; designated areas; and integration in the planning system.

(credits: 20) (assessment: course work)

This course explores the interrelationships between theoretical debates within spatial planning and everyday practice. The aim is to provide an introduction to the theoretical debates in planning with particular focus on the values and ethical dilemmas underlying spatial planning practice in Britain. It should be noted that the planning activity provides the focus for the course but that the issues and concerns are also linked to the work of other built environment professionals.

(credits: 20) (assessment: course work)

This module will provide students with an introduction to planning and policy making in relation to the provision of transport and other types of infrastructure. The module develops students¿ ability to think critically about the framing of transport and infrastructure policy using an appreciation of historic developments, current practices and debates, transport and infrastructure planning examples from the UK and abroad. It will focus on how planners working at a range of spatial scales can give shape to effective transport and infrastructure strategies, which balance a range of environmental, social and economic objectives.

(credits: 20) (assessment: course work, presentation)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

This module explores the relationship between educational institutions/cultures/systems and social inequalities. We focus on class, gender, ethnicity and disability and look at the ways in which education systems serve to tackle or reproduce patterns of inequality and relations of power. The module also evaluates different policy frameworks and goals. For example, whether the focus of education policy should be placed on nurturing active citizenship (and what this would look like) or whether the main priority should be to serve the needs of the economy (and how this might be achieved).

(credits: 20) (assessment: formal exam, course work, other)

This module explores the relationship between psychological theory and educational policy and practice, including cognitive psychology, behaviourism, social and emotional development and references to psychopathologies such as autism and attention deficit/hyperactivity disorder.

(credits: 20) (assessment: coursework)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

Digital technology has transformed the lives of many, impacting on culture and society. Many young people have quickly seen ways of extending and deepening social networks through their uses of technology, and immersed themselves in Virtual Worlds, Facebook etc and enjoyed browsing on shopping sites. This module examines new technologies and associated social practices impacting on children’s lives, considering the nature of new digital practices and how these affect identity, society and culture. Educational implications of new technologies is a developing field of research and students will engage critically with debates within the field alongside examining websites and new practices.

(credits: 20) (assessment: course work, other)

This module explores learning as an ongoing result of our active participation in social relationships and community. To do so, critical attention is drawn to the way in which language facilitates social practices including those involved in the construction of different kinds of knowledge. In this sense, knowledge relates to formal conceptualisations of learning provided by developments in scientific disciplines (e.g. psychology) and the social sciences (e.g. education and sociology). It is also concerned with informal understandings such as the continual constitution of learner’s identities through social engagement. The module aims to challenge notions of learning as an individual enterprise.

(credits: 20) (assessment: course work)

This module looks at key issues in education policy. We will explore the origins and evaluate the success of the comprehensive system; look in detail at the debates surrounding grammar schools, faith schools, Academies and free schools; assess a range of policies designed to tackle education disadvantage; critically explore the politics of teaching and assessment; and reflect more generally on the discourse of choice and diversity that frames current education policy as a whole.

(credits: 20) (assessment: formal exam, course work)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

The module explores understandings about how people learn, and implications that these understandings have for how we conduct key social practices, including teaching, caring for children, assessing learning, and on educating generally. We will also look ‘beneath’ understandings of learning to the worldviews on which they stand, particularly ‘realist’ and ‘constructivist’ positions. This matters because ‘realism’ and ‘constructivism’ carry implications for how we conceptualise things we take for granted: the nature of truth, the process and products of science, the basis for ethics, the outcomes of research, and assumptions about what is. The module will explore these challenging issues.

(credits: 20) (assessment: course work)

This module will explore the importance of philosophy to the study of education. It covers key moments in the history of Western philosophy, focusing on the question of modernity (What is modernity? What are its ramifications for education?). The module will investigate the consequences of late modernity for present day education, a period in which the aims and purposes of education have become increasingly unclear, leaving education open to the rise of instrumentalism and the forces of capital. Overall the module offers a critique of common assumptions in education, provoking questioning about its nature and purposes.

(credits: 20) (assessment: course work)

In Education@Sheffield students are invited to explore and evaluate the rich and diverse research taking place within the School of Education. Through a series of seminars presented by active researchers, students are encouraged to critically engage with research – and the researchers themselves – in the fields of educational and childhood studies. The Education@Sheffield module enables students to acquire a critical understanding of various themes, settings and methodologies which shape contemporary educational research.

(credits: 20) (assessment: course work)

This module considers the extent to which education might be viewed as a global context with a shared meaning. Moving outwards from the dominant concepts, principles and practices which frame ‘our own’ national, or regional responses to education, the module explores other possible ways of understanding difference. By examining ‘other ways of seeing difference’, in unfamiliar contexts, students are able to examine the implications of globalisation for education and explore the opportunities and obstacles for the social justice agendas within a range of cultural settings.

(credits: 20) (assessment: course work)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

This module will focus on how to analyse contemporary news outputs. Students will be introduced to a selection of methods such as content analysis, framing analysis and discourse analysis, which will allow them to analyse news outputs and focus on looking at current issues as they arise. Examples of recent studies will be read and discussed and teaching staff may also talk through how they conducted their own studies. The module will enable students to use basic research methods by starting with the news and topics rather than ‘dry’ methodologies.

(credits: 20) (assessment: course work)

This module aims to help students understand how the world works – how the levers of power operate in international, national and local politics and how they can use this information and understanding to hold those in power to account on behalf of readers, viewers and listeners.

(credits: 20) (assessment: formal exam)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

This module provides for those wishing to be journalists, or studying journalism, essential knowledge of media law applying in England and Wales, and of regulatory codes which UK journalists should comply with. This law includes that of defamation, privacy and contempt of court, and other law governing court reporting. The codes seek to uphold journalistic standards generally, including protection of people’s privacy and of the identities of sources promised confidentiality. The module also demonstrates that UK journalists can assert `human rights’ which in law and the codes uphold freedom of expression, including publication of material `in the public interest’.

(credits: 20) (assessment: formal exam)

Representation of issues such as gender, `race’, ethnicity, social exclusion, migration and national identity will be examined in this module to assess the extent to which journalism both assists and resists patterns of common-sense views of the world through its use of language. There will be an emphasis on the national representation of international events and exploration of the construction of communities of `outsiders’ to national readerships. The module will introduce students to basic corpus compilation from the Lexis database in order to provide material for their final assessment. For ease of data capture, the module will concentrate on newspapers and their digital variants.

(credits: 20) (assessment: coursework)

Data-driven approaches to reporting are gaining in popularity and importance in today’s world. Established media institutions, such as The New York Times in the US or The Guardian and Press Association in the UK (and many more around the world) already have units that specialise in data journalism. Thus, it becomes essential for the next generation of journalists to be data-literate and to appreciate how data can be verified and used not only to find stories but to tell stories. This module is designed to make you confident and comfortable in working with data and, furthermore, to expand your journalistic toolkit for data-driven, analytic and investigative journalism.

(credits: 20) (assessment: course work, other)

The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. While every effort has been made to ensure the accuracy of the information, changes may need to be made to modules.

Journalism and Political Communication explores the various ways in which journalists’ coverage of political events and processes not merely chronicles the political world but helps constitute and to shape it. Students will examine the debates and controversies surrounding journalism and its relationship with politics. Issues such as news management; party and government advertising; participation and democracy; media reporting of war and conflict; terrorism, and new forms of political engagement will all be critically explored in this module.

(credits: 20) (assessment: course work)

The subjects of freedom of speech and censorship have been at the forefront of philosophical and political debate for centuries. For journalists debates about these issues are central to their obligations and role in democratic societies. The module will explore the history and theory of freedom and speech and censorship, framing it in both historical and contemporary contexts relating to the development of journalism and the wider media in Britain.

(credits: 20) (assessment: course work)

Your Unrestricted Modules

On top of these subject choices, you also have an additional 20 credits to choose a module from any department across the University.  This is your unrestricted module choice. You will make these choices once you arrive, so don’t worry about them, there will be lots of help available to you at the inductions and during the first few days when you are making your selections.  However, here are two courses you may wish to consider when choosing your unrestricted modules.

SMI102 – Economy, Society and Public Policy (20 credits)
ESPP is for students who are interested in the big policy problems facing societies today ¿ inequality within and between countries, environmental sustainability, the future of work, health and well-being, wealth creation and financial instability and so on. This module has been created specifically for social science students who are NOT economists, but who want to understand how the economy works, and how it can be made to work better. The module will give you an understanding of the ways in which we can interpret the evidence on the social and economic issues of today, and formulate appropriate public policy interventions. We emphasise issues of power, social norms, fairness, institutions, etc, and illustrate throughout with real-world data.

SMI110 – Lies, Damned Lies and Statistics (10 credits)
Whether you’re a journalist writing stories for the public, or a social research analyst working in government, you need to be able to understand, use and present data. This 10 credit module aims to demystify data and encourage critical thinking on statistics; often wrongly used, and sometimes in very misleading ways. The module will equip you with the knowledge and skills you’ll need to become a discerning data user, through engaging teaching, active learning and examples from the news media. The module is comprised of a mix of lectures and computer workshops and is assessed through a multiple choice exam.

On top of the subject choices above, you also have an additional 20 credits to choose a module from any department across the University.  This is your unrestricted module choice. You will make these choices once you arrive, so don’t worry about them, there will be lots of help available to you at the inductions and during the first few days when you are making your selections.

DISCLAIMER
The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. This is in response to discoveries made through our world-leading research, funding changes, professional accreditation requirements, student or employer feedback; outcomes of reviews, and variations in staff or student numbers. While every effort has been made to ensure the accuracy of the information in this webpage publication, for the reasons detailed above, changes may need to be made to modules, courses, entry requirements and fees between the date of this publication and the start of your course. This publication is correct as at the time of going live, but please see www.sheffield.ac.uk for the most up-to-date information about undergraduate study at the University. If there is any inconsistency between this publication and www.sheffield.ac.uk, the information on www.sheffield.ac.uk should be taken as correct.